LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 


Gl  FT    OF 


Class 


How  to  Have  a  Good  School 


A   Bulletin  for  the  Use  of  Teachers. 


PREPARED    AND     ISSUED   BY 

C.    P.    GARY, 

Stale  Superintendent. 


Teacners   are  requested   to  preserve   this  bulletin   for 

1*1* 
and  ..direction. 


MADISON,  WIS. 

PEMOCRAT  PRINTING  COMPANY,  STATE  PRINTED 
1907 


To  Teachers 

~n 

This  bulletin  is  sent  out  in  the  hope  that  it  will  prove  sugges- 
tive to  teachers  who  are  earnestly  striving  to  improve  their 
work.  It  i£  designed  primarily  for  country  teachers.  The  laws 
relating  to  country  schools  recently  enacted  by  the  legislature 
make  it  necessary  for  teachers  to  be  more  closely  inspected  and 
their  work  more  critically  examined  than  in  the  past.  At  least 
more  seems  to  hinge  upon  the  report  of  county  and  district 
superintendents.  The  fifty  dollars  special  state  aid  can  not  be 
granted  unless  the  teacher  is  regarded  as  successful.  This 
bulletin  will  help  teachers  to  criticise  themselves  and  thus  im- 
prove their  schools.  I  would  suggest  that  the  teacher  might 
well  take  up  these  suggestions  item  by  item,  and  write  down  or 
check  off  those  items  in  respect  to  which  she  is  resolved  to  im- 
prove. As  she  reaches  a  degree  of  success  that  satisfies  her  in 
one  direction,  her  mind  may  be  turned  with  the  more  energy 
toward  the  strengthening  of  some  other  weak  point. 

The  teacher  is  requested  to  keep  this  bulletin  for  her  own 
private  use.  The  suggestions  are  so  brief  that  study  will  be 
required  in  order  to  obtain  good  results.  Most  of  the  sugges- 
tions and  directions  are  simple  and  common  place,  however, 
and  the  chief  thing  needed  is  a  willing  spirit  and  a  determined 
will.  Respectfully, 


& 

State  Superintendent.       /  / 


»    ..      --  -9  * 


181160 


HOW  TO  HAVE  A  GOOD   SCHOOL, 


Physical  Conditions. 

1.  Desirable. 

a.  Commanding  view  for  schoolhouse  site. 

b.  A  well-kept,  neat,  attractive  yard  of  ample  size. 

c.  A  neat,    well-painted    commodious    building    with 

large  covered  porch,  cloak-rooms,  closets  for  sup- 
plies, small  library  room. 

d.  Adjustable  seats,  good  pictures  on  the  walls,  etc. 

e.  A  good  wood-shed. 

2.  Necessary. 

a.     Good  outbuildings;  suitable  fuel  in  abundance. 
A  good  supply  of  pure  water. 
Proper  ventilation,  and  proper  lighting  of  school- 
house. 

d.  Suitable  apparatus  and  supplies. 

e.  Sanitary  surroundings. 

The  School  Board. 

1.  Should  take  a  personal  interest  and  pride  in  the  success 

of  the  school. 

2.  Should  co-operate  with  the   teacher,   and  give  her  all 

the  encouragement  and  help  possible  without  making 
themselves  troublesome. 

3.  Should  be  loyal  to  the  teacher,  and  stand  by  her,  if  pos- 

sible, in  all  troubles  growing  out  of  school  discipline. 

The  Patrons. 

1.  Should  give  their  hearty  support  to  the  teacher  and  not 
let  local  quarrels  or  factions  disturb  the  peace  of  the 
school. 


—  6  — 

2.  Should  visit  the  school  occasionally,  and  should  if  pos- 

sible always  go  '\vheii  specially  invited  by  the  teacher. 

3.  Should  pay  littie  attention  to  the  ordinary  school-tales 

of  the  children. 

4.  Should    support    the  board  and    the  teacher  in    their 

efforts  to  maintain  a  good  school. 

5.  Should  send  their  children  to  school  every  day  on  time 

if  possible. 

The  Pupils. 

1.  Should  attend  school  regularly,  and  should  be  an  time 

always  if  possible. 

2.  Should  have  their  lessons  well  prepared  mi  time  every 

day. 

3.  Should  take  pride  in  the  good  name  of  the  school. 

4.  Should  help  in  all  ways  they  can  to  make  the  school  a 

success.  This  they  can  do  by  being  regular  and 
prompt,  by  attending  closely  to  the  business  of  the 
hour,  whatever  it  may  be;  by  being  cheerful,  good- 
natured  and  ready  to  obey  the  teacher ;  by  being  ready 
at  all  times  to  help  those  who  need  their  help  on  the 
playground  or  on  the  way  to  and  from  school. 

The  Teacher. 

The  teacher  is  the  life  and  spirit  of  the  school.  "As  is  the 
teacher  so  is  the  school."  If  the  teacher  is  cross, 
irritable  and  unsympathetic,  the  school  can  not  be  a 
good  one,  no  matter  how  favorable  the  conditions 
otherwise.  On  the  other  hand,  an  earnest,  sympathetic, 
capable  teacher  will  do  much  to  redeem  the  most  un- 
promising situation. 

1.  She  should  ~be  master  of  the  situation.  She  should 
show  good  generalship.  Teachers  who  have  much  or 
long-continued  trouble  with  the  discipline  are  not 
good  generals.  They  may  lack  tact,  good  sense,  firm- 
ness, courage,  scholarship,  interest  in  the  work,  train- 
ing, pleasing  and  forceful  personality,  or  some  other 
thing;  but  the  lack  is  there,  and  they  should  analyze 
themelves  till  they  find  out  what  is  wrong  and  then 
remedy  the  fault  or  quit  the  business  of  teaching. 


—  7  — 

2.  She  should  be  courteous  and  dignified,  not  easily  an- 

noyed or  angered.  This  does  not  mean  she  should  be 
indifferent  to  disorder  or  to  inattention  on  the  part  of 
pupils  to  their  duties.  She  should  greet  her  pupils 
pleasantly,  but  not  gush  over  them;  should  so  con- 
duct herself  that  they  will  feel  free  with  her,  but  not 
familiar;  their  respect  should  be  deep  and  genuine. 
This  can  be  brought  about  only  when  the  teacher  is 
earnest,  sympathetic,  dignified  and  competent,  living 
for  her  school  and  with  her  school. 

3.  She  should  be  prompt, — never    tardy    in    getting    to 

school,  never  tardy  in  her  'work  in  the  school  room, 
never  tardy  in  calling  school  to  order,  but  never  in 
too  great  a  hurry  to  get  away  from  the  schoolhouse 
at  noon  or  at  the  close  of  the  day.  (Some  teachers 
remain  at  the  schoolhouse  much  longer  than  is  neces- 
sary. This  is  an  unfortunate  habit,  for  the  air  is 
usually  bad,  and  a  change  of  scene  after  the  labors 
of  the  day  is  much  to  be  desired.) 

4.  She  should  be  firm,  and  should  be  so  confident  of  her- 

self that  she  can  talk  in  low  decisive  tones  without 
threat  or  bluster  even  under  the  most  trying  circum- 
stances. 

5.  She  should  be  natural,    should    be    herself.     But   the 

natural  self  should  be  ladylike,  dignified,  courteous, 
alert,  and  active. 

6.  She  should  be  physically  well.     Doubtless  many  good 

teachers  are  not  blessed  with  good  health,  but  this  is 
a  great  misfortune  at  best,  and  it  makes  successful 
work  much  more  difficult.  Often  people  suffer  need- 
lessly for  years  because  they  fail  to  get  the  advice  of 
competent  physicians.  Often  people  are  not  well 
simply  because  they  do  not  pay  proper  attention  to 
the  well-known  laws  of  health. 

7.  She  should  be  progressive.     ''Only    growing    teachers 

are  fit  to  lead  growing  pupils." 


8.  She    should    be    devoted.     "Teaching    demands    conse- 

crated lives,  and  the  time  and  energies  of  the  most 
gifted." 

9.  She  should  be  prepared.     "The  prepared  teacher  works 

in  the  light  of  the  educational  thought  and  experience 
of  all  the  ages. ' ' 

10.  She  should  be  just.     Otherwise  pupils  will  not  respect 

her  and  her  influence  will  be  minimized. 

11.  She  should  be  tactful.     The  tactful  teacher  will  avoid 

many  unnecessary  conflicts,  and  disagreeable  situa- 
tions. 

12.  She  should  be  courageous.     A    schoolroom    is    a    poor 

place  for  a  timid,  shrinking  soul.  The  teacher  should 
be  a  leader,  fearless,  conscious  of  her  own  power,  self- 
possessed  even  when  most  sorely  tried.  The  teacher 
who  does  her  duty  has  the  support  of  the  laws,  the 
school  board,  the  enlightened  public  sentiment  of  the 
district,  and  best  of  all,  her  own  conscience.  A 
teacher  should  so  teach  and  so  govern  that  she  will 
not  in  the  years  to  come  have  to  blush  at  the  recollec- 
tion of  her  'weakness  or  cowardice.  Often  she  will  be 
in  doubt,  as  to  what  is  best  to  do,  but  she  should 
throw  her  fears  to  the  winds  in  settling  the  question. 


—  9  — 


ORGANIZATION   AND  DISCIPLINE. 

The  teacher  should  organize  and  systematize  everything  re- 
lating" to  her  school  and  her  work,  that  can  properly  be  organized 
aiid  systematized.  Children  get  into  the  habit  of  being  system- 
atic and  orderly  if  they  are  properly  supervised  and  trained  by 
the  teacher,  and  when  this  is  accomplished  the  battle  is  well- 
nigh  won.  There  should  be  a  regular  program  for  recitations 
and  it  should  be  followed.  There  should  be  a  study  program 
for  all  pupils  old  enough  to  study,  and  it  should  be  followed. 
A  simple,  quiet  method  of  calling  pupils  to  the  class  and  of  dis- 
missing them  from  the  class  should  be  used.  (Do  not  use  a 
jangling,  noisy  call-bell.)  The  same  holds  with  reference  to 
dismissing  school.  Pupils  should  never  be  boisterous,  in  the 
schoolroom.  At  recess  and  in  bad  weather  they  may  laugh  and 
talk,  but  not  run  and  romp  and  scream.  A  quiet,  self-possessed, 
determined,  but  sympathetic  manner,  is  necessary  on  the  teacher's 
part  to  bring  about  the' necessary  results.  To  this  I  would  add 
persistence  and  steadfastness,  for  without  these  qualities  nothing 
else  is  of  avail  in  dealing  with  children. 

Many  a  teacher  gives  up  on  the  eve  of  success.  Then  all  her 
efforts  are  wasted.  It  should  always  be  remembered  that  to 
organize  and  systematize  the  work  of  a  school  takes  time,  effort 
and  determination.  Habits  have  to  be  formed,  but  the  habits 
thus  formed  are  valuable  for  life.  Where  system  prevails  large 
quantities  of  work  can  be  easily  accompished,  but  where  there 
i.~  lack  of  system  the  work  suffers  and  the  pupils  make  little 
progress.  System  should  not  be  applied  where  it  will  do  harm, 
as  for  instance  in  the  order  of  calling  on  pupils  in  the  recitation. 
The  teacher  who  in  the  recitation  begins  at  a  certain  place  in  the 
class  and  passes  to  the  next  in  regular  order,  is  making  a  blunder. 
No  pupil  should  ever  reach  the  point  where  he  thinks  he  can 
guess  what  question  he  will  be  asked. 

"In  directing  the  affairs  of  the  schoolroom,  let  the  voice  be 
low,  clear  and  decisive, — impelling  quiet,  thoughtful  attention 
to  the  exercise.  All  directions,  whether  by  word  or  signal, 
should  be  exactly  followed  by  every  pupil.  The  school  should 
move  as  a  unit.  We  frequently  hear  teachers  direct  as  if  they 
did  not  anticipate  obedience.  The  teacher  should  -expect  and 


—  10  — 

should  obtain  absolute  compliance  with  her  least  request  and 
this  from  all  the  pupils  in  the  room  without  delay. "  Quoted 
from  Miss  Arnold's  "Waymarks  for  Teachers." 

One  word  of  caution.  Some  teachers  are  naturally  martinets. 
Such  persons  worship  order.  If  such  persons  can  have  implicit 
obedience  of  pupils  instantly  and  always  at  the  word  of  command, 
they  feel  that  the  chief  end  of  life  is  attained.  Such  schools 
are  apt  to  lack  the  hearty,  wholesome  spirit  so  much  prized  by 
every  capable  and  right-minded  teacher.  The  ideal  discipline 
is  not  of  the  martinet  type  obtained  at  the  point  of  a  stick  or 
through  the  tongue-lashings  of  a  scold.  Good  order  should  be 
of  the  cheerful;  hearty,  co-operative  sort  where  a  fine  spirit 
prevails.  Occasionally  on  account  of  mismanagement  a  school 
gets  into  a  state  of  rebellion.  Under  such  circumstances  heroic 
measures  may  be  necessary  for  a  time. 

"So  far  as  the  pupils  are  concerned,  the  tests  of  sound  class 
discipline  are  (1)  prompt  and  willing  obedience,  (2)  close 
attention,  (3)  pleasure  in  giving  satisfaction  to  the  teacher, 
(4)  eagerness  to  answer  questions  combined  with  thoughtful 
answering,  (5)  good  manners  and  right  conduct  generally,  (6) 
thoroughness  in  work,  (7)  good  order  without  unnecessary  phy- 
sical restraint,  (8)  collective  and  individual  self-control. 

On  the  other  hand,  the  teacher,  in  order  to  assist  in  creating 
these  qualities  and  to  maintain  them,  should  be 

(1)  Patient  and  sympathetic.     Sympathy  is  the  key  to  per- 
fect mastery  over  the  pupils. 

(2)  Quick  in  decision.     A  firm  but  kindly  exercise  of  power 
calls  forth  a  child's  respect. 

(3) True  to  his  own  commands.  It  is  as  a  rule  a  mistake  to 
repeat  an  order.  It  is  better  to  watch  and  wait  until  it  has 
been  fully  obeyed,  naming:  an  indivdiual  or  individuals  if  neces- 
sary. Nothing  is  more  fatal  to  discipline  than  to  allow  one  act 
of  disobedience  to  pass — even  when  that  act  is  only  one  of 
omission. 

(4)  Careful  to  husband  the  voice.     Shouting  or  noisy  dem- 
onstration of  any  kind  creates  a  bad  impression.     The  teacher's 
eyes  will  aid  the  vo:ce  if  thcv  are  used  to  cover  the  class. 

(5)  Careful   to   sustain    the    childrcns'   interest.     Every   step 
ought  to  be  one  of  progress  and  the  pupils  should  be  made  to 
feel  it. 


—  11  — 

(6)  Just.     Praise  of  good  work  or  worthy  conduct  is  valuable. 
Blame,  on  the  other  hand,  should  be  used  sparingly. 

(7)  Consistent  in  her    demands.     Abundant    -energy    at  one 
time  and  slackness  at  another,  with  corresponding  demands  upon 
the  scholars,  are  mischievous  in  their  tendencies. 

(8)  Mindful  that    discipline   is   not    an   end,  but  a  means  to 
complete  living. 

(9)  Finn,  self-reliant  and  possessed  of  self-control. 

(10)  Careful  to  avoid  corporal  punishment  if  possible.     The 
instruments  of  reformation  are  employment  antl  reward  — not 
punishment. 

(11)  Attentive  to  the  pupil's  physical  comfort. 

(12)  Always  willing  to  give  free  scope  for  individual  develop- 
ment.    Self-expression  should  be    encouraged.     It    avails   little 
to  tell  children  to  be  good  :     they  must  be  led  in  that  direction. 
One  of  the  surest  ways    into   the   heart  of   the  child  is  for  the 
teacher  to  associate   himself   with   what   calls  forth  some  of  the 
happiest  moments  of  its  life." 

The  above  sensible  suggestions  on  discipline  are  taken  from 
S.  E.  Bray's  "School  Organization." 


RULES  AND  PUNISHMENT. 

The  teacher  should  make  few  rules,  and  such  as  she  does 
make  should  usually  be  general  in  character.  The  rules  should 
be  reasonable,  well  understood,  and  regularly  enforced.  Many 
teachers  make  too  many  rules ;  and  children  if  conscientious, 
have  to  think  too  much  about  the  question  of  whether  the  rule 
allows  this  or  that  or  forbids.  Children  that  are  not  so  con- 
scientious will  make  little  effort  to  remember  or  to  observe  the 
rules  when  too  numerous. 

It  is  usually  necessary  to  have  some  regulations  about  leaving 
seats,  applying  to  the  teacher  for  help,  and  such  other  matters 
as  may  be  found  necessary  to  bring  about  order  and  study  dur- 
ing school  hours,  but  so  far  as  conduct  is  concerned,  pupils  gen- 
erally know  what  is  becoming,  proper  and  right  and  what  is  not, 
and  it  is  certainly  not  necessary  to  have  rules  to  cover  such  cases. 

It  is  not  necessary  for  instance  to  have  a  rule  that  a  big  boy 


—  12  — 

shall  not  abuse  a  little  boy,  or  that  pupils  shall  not  be  vulgar  and 
profane  in  their  talk,  or  annoy  and  disturb  passersby  on  the  road, 
or  near  neighbors.  Punishment  may  be  administered  in  such 
way  as  may  seem  proper  to  the  teacher  without  saying  anything 
about  a  definite  rule  of  the  school.  When  a.  pupil  "knows  bet- 
ter" than  to  do  what  he  did,  there  is  sufficient  justification  for 
punishing  him. 

This  leads  me  to  say  that  all  punishments  should  be  (1)  as 
appropriate  to  the  offense  as  possible,  (2)  as  mild  as  may  be  with- 
out bcinjr  ineffective,  (3)  should  be  graded  according:  to  the  char- 
acter of  the  offense,  the  frequency  with  which  the  offense  occurs, 
and  the  mental  attitude  of  the  child  at  the  time  of  committing 
tire  offense. 

Somet'mes  offenses  are  committed  with  deliberate  intention 
on  the  part  of  an  older  pupil.  This,  ho'wever,  is  rare  except  in 
schools  taught  by  weak  and  incomnetent  teachers.  On  the  other 
band,  most  offenses  are  committed  by  the  pupil  unintentionally, 
thoughtlessly,  or  in  a  spirit  of  fun. 

A  teacher  is  often  at  her  wit's  end  to  determine  the  kind  of 
punishment  that  should  be  used.  The  most  useful  and  the  most 
available  is  censure,  but  the  teacher  must  exercise  great  care 
not  to  let  censure  degenerate  into  nap-srinq-,  or  the  calling;  of 
names,  or  the  ridiculino-  of  the  child  or  his  familv.  There  may 
be  times  when  a  bit  of  ridicule  is  wholesome  and  proper,  but 
this  should  be  administered  rather  in  the  spirit  of  pleasantry 
than  in  the  spirit  of  ansrer.  Usually  when  censure  is  given  the 
teacher  should  follow  this  suggestion  from  Fen  el  on :  "Never 
tell  a,  child  of  a  fault  without  at  the  same  time  suorfestins;  some 
mode  of  redressing  it  which  will  induce  him  to  nut  it  into  prac- 
tice; for  nothing  is  to  be  more  avoided  than  that  chagrin  and 
discouragement  which  are  the  consequences  of  mere  formal  cor- 
rection." 

Other  forms  of  punishment  are  had  marks,  separation  from 
the  oilier  children,  mdkinn  the  puvils  stand  in  the  corner  or  by 
the  teacher's  desk.  etc.  Such  punishments  have  onlv  a  limited 
value  and  should  be  administered  with  caution.  A  verv  sen- 
s:tive  child  when  forced  to  stand  by  the  teacher's  desk  or  in  a 
corner,  often  takes  the  punishment  to  heart  to  a  degree  little 
dreamed  of  by  the  teacher;  while  a  stubborn,  thick-skinned  boy 
is  likely  to  be  made  worse  by  this  process.  Such  a  boy  will  also 


—  13  — 

seek  opportuninties  when  the  teacher's  back  is  turned,  to  amuse 
the  other  pupils  at  the  teacher's  expense.  Again,  teachers  often 
force  pupils  to  stand  longer  than  they  ought  to  stand,  or  to  study 
in  a  dark  corner  where  it  is  injurious  to  the  eyes. 

Some  of  the  old  forms  of  punishment  that  our  grandparents 
suffered  from,  such  as  kneeling  on  the  sharp  edge  of  a  stick, 
holding  out  weights  at  arms  length,  washing  out  the  mouth 
with  soap,  and  other  forms  of  barbarism,  have  fortunately 
passed  out  of  use. 

Another  mode  of  punishment  in  common  use  is  detention. 
Pupils  are  kept  in  at  recess  or  detained  after  school  as  a  punish- 
ment. If  a  pupil  is  kept  in  at  recess  he  should  be  permitted  to 
leave  the  schoolroom  for  a  few  minutes  before  the  recess  period 
or  after.  Such  detention,  particularly  detention  after  school, 
comes  to  be  a  serious  fault  with  many  teachers.  It  not  only 
becomes  useless  as  a  mode  of  punishment  after  a  time,  but  it  also 
has  its  dangers.  In  winter  it  is  but  a  short  time  from  4  o'clock 
till  dark  and  many  pupils  have  long  distances  to  go  to  reach 
home.  Parents  are  often  very  much  annoyed  and  their  plans 
interfered  with  by  such  detention  of  their  children,  to  say  noth- 
ing of  the  anxiety  that  they  often  endure.  Nevertheless  within 
reasonable  limits  detention  is  proper  punishment. 

Another  proper  punishment  under  proper  limitations,  is  tasks. 
Often  when  pupils  have  neglected  lessons  some  sort  of  task  is 
proper.  The  danger  here,  however,  is  that  such  tasks  will  beget 
distaste  for  school  and  distaste  for  study. 

Another  method  of  punishment  is  deprivation  of  pleasure. 
Skillful  teachers  succeed  in  using  this  method  with  much  success. 
The  skillful  teacher  finds  various  ways  in  which  to  make  school 
life  enjoyable.  There  are  many  things  that  a  teacher  may  pro- 
perly permit  pupils  to  do  or  not,  as  she  may  think  best.  A  priv- 
ilege the  writer  used  to  value  highly  when  a  country  pupil  was 
that  of  going  with  a  companion  for  a  bucket  of  water.  The  well 
was  two  or  three  hundred  yards  from  the  schoolhouse.  This 
made  an  interesting  and  pleasant  diversion.  Idleness  might  very 
properly  be  a  reason  for  not  permitting  such  a  diversion.  This 
illustration  is  only  one  of  a'  score  or  more  that  might  readily  be 
recalled.  Such  punishments,  however,  have  their  good  effect 
mainly  in  cases  of  occasional  offenses  and  not  habitual  ones. 

Corporal    punishment    is    occasionally   required,    though   the 


-u- 

stronger  the  personality  of  the  teacher,  the  greater  her  sympathy 
and  skill,  the  less  the  necessity  for  it.  If  administered  at  all  it 
should  be  done  with  a  suitable  instrument,  should  be  admin- 
istered in  moderation,  and  should  be  regarded  by  the  teacher 
as  a  last  resort. 

The  best  teachers  find  it  necessary  to  punish  to  some  extent. 
Children  are  not  perfect.  But  the  best  teachers  so  far  as  dis- 
cipline goes  are  those  who  have  the  best  order  with  the  least 
effort.  Young  and  inexperienced  teachers,  and  those  who  have 
had  experience  but  are  naturally  weak  in  discipline  must  make 
greater  efforts  in  governing  and  must  resort  to  punishment  more 
frequently.  The  school  must  be  governed. 


REWARDS. 

• 

"School  government  is  dependent  upon  a  system  of  rewards 
as  well  as  punishments.  A  child  should  study  his  lessons  and 
behave  properly  from  a  sense  of  duty;  but,  unfortunately,  the 
sense  of  duty  is  weak  in  the  child,  and  has  to  be  cultivated.  The 
cultivation  of  a  proper  moral  sense  is  the  great  aim  of  school  life, 
but  this  is  the  work  of  years.  Then,  since  the  best  motives  are 
weak,  some  inducements  to  right  conduct  must '  be  held  out  to 
children :  hence  the  necessity  for  rewards. ' ' 

The  chief  and  readiest  form  of  reward  at  the  disposal  of  the 
teacher  is  praise.  It  is  evident  that  praise  must  be  bestowed 
in  a  discriminating  way  if  it  is  to  produce  proper  effect.  Many 
teachers  get  into  the  habit  of  saying  little  to  their  pupils  about 
their  work  and  conduct  except  to  find  fault.  This  is  a  serious 
mistake.  A  teacher  who  is  watchful  may  find  occasional  oppor- 
tunities to  give  sincere  and  merited  praise  to  even  the  worst  and 
most  indolent  pupils.  Some  children  have  an  excessive  desire 
for  praise,  but  the  sensible  teacher  will  avoid  going  to  extremes. 

Another  form  of  reward  is  school  privileges.  Most  children 
take  it  as  a  great  favor  to  be  able  to  do  an  errand,  pass  books 
and  pencils,  assist  another  pupil  in  his  lessons  at  the  request  of 
the  teacher,  serve  as  monitors,  and  the  like.  These  favors  may 
be  bestowed  by  the  teacher  upon  those  who  have  done  unusually 
well  not  as  compared  with  other  pupils  necessarily,  but  as  com- 
pared with  their  own  usual  efforts.  Great  care  should  be  exer- 


-15- 

cised  not  to  fall  into  the  habit  of  sho'wing  these  favors  to  cei*- 
tain  pupils  only. 

Another  method  of  reward  is  place-taking.  'This,  in  the 
form  of  emulation,  is  perhaps  the  most  powerful  known  stimulus 
to  mental  effort.  Its  defects  are — 

(a)  It  is  apt  to  be  anti-social;     i.  e.  it  is  apt  to  raise  enmity 
in  the  class. 

(b)  It  is  often  too  energetic  in  its  application.     Children  are 
sometimes  moved  up  and  down  so  frequently  and  in  such  a  sum- 
mary fashion  that  its  force  as  a  legitimate  stimulus  is  lost. 

(c)  It  is  limited  to  the  gifted." 

If  the  teacher  takes  care  to  minimize  or  obviate  these  defects, 
place-taking  may  be  used  to  good  advantage. 

Another  form  of  reward  is  prizes.  Prizes,  however,  are  sub- 
ject to  the  same  objections  as  place-taking.  Prize-giving  should 
be  used  with  great  discretion,  if  at  all,  by  teachers.  The  oppor- 
tunities to  win  the  prize  should  be  approximately  equal  for  all. 

"Discipline  may  be  secured  by  the  legitimate  use  of  child  ac- 
tivity. Drill,  marching,  music,  change  of  lessons,  a  proper  al- 
ternation of  subjects  in  the  school  curriculum — e.  g.  a  mechanical 
lesson  like  writing  might  follow  a  lesson  of  great  mental  effort 
like  grammar — orderly  changes  of  place  and  attitude,  and  gen- 
erally every  incident  in  the  school  program,  should  be  conducted 
and  regulated  with  a  due  regard  to  their  value  as  aids  to  good 
discipline." 

The  above  quotations  have  been  made  from  Dexter  and  Gar- 
lick's  "A  Primer  of  School  Method." 


THE  RECITATION. 

Superintendent  Greenwood  of  Kansas  City  in  his  "Principles 
of  Education  Practically  Applied"  giives  the  following  brief 
directions  to  teachers  in  a  chapter  on  "Methods  of  Conducting 
Recitations." 

1.  Speak 

(a)  in  low  tones,  (b)  distinctly,  (c)  not  too  rapidly. 

2.  Do  not  prompt  or  assist 

(a)  in  the  recitation,  (b)  in  examination. 

3.  Be  polite  to  pupils. 


4.  Do  not  repeat 

(a)  questions,  (b)  answers. 

5.  Govern  yourself. 

G.     Govern  your  pupils. 

7.  Prepare  for  recitation. 

8.  Let  your  acts  and  words  be  worthy  of  your  profession. 

9.  Be    (a)     original,     (b)     enthusiastic,     (c)    energetic,    (d) 
spirited,    (e)    sympathetic,    (f)    kind,    (g)    cheerful,    (h)    firm, 
(i)   self-possessed,  (k)   dignified,  (1)   patient. 

The  teacher  will  receive  very  little  benefit  from  reading  over 
suggestions  such  as  the  above,  unless  she  does  it  with  the  deter- 
mination to  test  herself  and  to  try  to  improve  in  respect  to 
those  things  in  which  she  is  weak. 

With  reference  for  example  to  the  above  suggestions  in  re- 
gard to  schoolroom  tones,  it  ought  not  to  be  difficult  for  the 
teacher  to  determine  whether  her  schoolroom  tones  are  pleasant, 
properly  modulated  and  sufficiently  distinct.  Likewise  she  may 
readily  discover  by  a  little  effort  and  self-examination  whether 
it  is  her  custom  in  the  class  to  help  children  along  with  the  spell- 
ing of  difficult  words  and  the  like,  when  the  child  should  be  left 
to  himself  to  fail  or  get  the  matter  right  as  the  case  may  be. 

A  few  months  ago  I  saw  quite  a  remarkable  spelling  exercise 
in  one  of  our  schools.  The  pupils  were  spelling  with  apparent 
ease  words  that  children  of  their  age  and  degree  of  advancement 
could  scarcely  be  expected  to  spell  at  all.  But  by  watching  the 
teacher,  I  discovered  that  her  lips  pronounced  every  letter  in 
such  manner  as  to  enable  the  children  to  read  the  lips  as  deaf 
children  are  taught  to  do  in  our  deaf  schools.  If  the  teacher  had 
pronounced  "hippopotamus"  and  the  children  had  never  heard 
the  word  before,  the  chances  were  that  each  one  would  have 
spelled  it  correctly. 

It  is  necessary  for  teachers  to  watch  themselves  very  care- 
fully in  order  not  to  recite  for  the  children.  Th's  applies  not 
only  in  primary  schools  but  in  all  grades  of  schools,  even  high 
schools.  In  like  manner  each  of  the  above  suggestions  may  be 
gone  over  thoughtfully  by  the  teacher  and  actual  tests  made 
where  tl'^t  is  possible.  Seme  of  the  suggestions  under  ''9"  may 
be  of  a  character  to  defy  ordinary  self-analysis  and  self- 
observation.  A  teacher  who  can  truthfully  say  to  herself  that 
she  is  enthusiastic,  energetic  and  spirited,  should  study  herself 


UNIVERSITY 

OF 


—  17  — 

carefully  to  see  if  she  is  also  firm,  self-possessed,  dignified  and 
patient.  The  first  set  of  characteristics  are  by  no  means  always 
found  existing  with  the  second  set.  To  be  original  it  is  necessary, 
except  in  the  case  of  the  genius,  for  the  teacher  to  devote  much 
thought  to  her  work  in  the  way  of  making  plans,  thinking  out 
new  devices,  and  new  ways  of  presenting  old  subject  matter  for 
review.  So  far  as  the  effect  upon  the  school  is  concerned  it  does 
not  matter  whether  the  idea  or  plan  is  one  that  the  teacher  origin- 
ated or  adopted  from  some  outside  source,  provided  she  has 
fully  mastered  the  idea  or  plan  and  fully  believes  in  its  value. 


MAXIMS. 

The  following  seven  maxims  are  given  in  White's  "Art  of 
Teaching." 

1.  Observation  before  reasoning. 

2.  The    concrete    before    the    abstract,    sense-knowledge    be- 
fore thought  knowledge. 

3.  Facts  before  definitions  or  principles. 

4.  Processes  before  rules. 

From  the  particular  to  the  general. 
From  the  simple  to  the  complex. 

7.     From  the  known  to  the  related  unknown. 

These  maxims  are  not  readily  understood  by  inexperienced 
teachers  or  teachers  who  have  had  no  training  in  pedagogy. 
White  says,  "These  'several  maxims  specially  relate  to  element- 
ary instruction,  and  they  are  not  presented  as  universal  prin- 
ciples of  teaching."  These  maxims  'would  afford  excellent 
subject  matter  for  discussion  between  two  teachers  or  in  a  group 
of  teachers  in  occassional  meetings  in  the  evening.  I  would 
suggest  the  advisability  of  such  occasional  meetings  where 
teachers  board  near  enough  to  be  able  to  spend  an  evening  now 
and  then  together  in  discussion  of  professional  matters. 

The  general  substance  of  these  maxims  may  be  expressed 
briefly  in  this  way :  The  teacher  should  begin  in  her  teaching 
in  any  branch  where  facts  and  principles  are  to  be  learned,  with 
that  which  is  near  at  hand,  easily  understood,  more  or  less 
familiar  to  the  'children,  and  interesting.  In  geography  for  in- 
stance, the  teacher  should  commence  with  home  geography  and 


-18- 

familiarize  the  pupils  as  far  as  possible,  with  the  geographic 
facts  that  may  be  observed  about  them.  From  this  study  the 
teacher  may  proceed  to  things  more  distant,  less  well  known,  or 
not  known  at  all.  In  this  way  she  can  make  use  of  the  familiar 
facts  and  observations  in  explaining  and  interpreting  facts  that 
do  not  fall  under  observation. 

In  grades  below  the  high  school  at  least,  subjects  should  be 
taught  by  the  appropriate  use  of  objects.  A  physiology  class 
that  is  studying  the  heart  for  example,  should  be  given  the  op- 
portunity to  study  the  heart  of  some  animal,  as  that  of  the  beef, 
sheep  or  chicken.  Teachers  commonly  forgqt  how  valueless 
mere  words  are.  When  children  fail  to  have  before  them  the 
real  objects,  or  adequate  mental  images  of  the  things  discussed, 
they  might  as  well  be*  out  playing  or  at  home  working,  so 
far  as  the  learning  process  is  concerned. 


ENDS  IN  TEACHING. 

Dr.  White,  in  the  book  referred  to  above,  states  that  there  are 
three  ends  to  be  obtained  in  teaching,  (1)  knowledge,  (2) 
power,  (3) -skill.  These  he  calls  the  three  fundamental  ends 
of  teaching. 

To  accomplish  the  first  end  the  pupil  must  master  so  that  he 
can  use  them  on  the  instant  and  without  the  slightest  hesitation 
or  inaccuracy  certain  kinds  of  knowledge  such  as  the  multiplica- 
tion table,  the  addition  table,  tables  of  common  weights  and 
measures,  the  spelling  of  common  words,  the  rules  for  capital- 
ization, and  the  like.  This  requires  abundance  of  drill  upon 
the  fundamentals. 

He  should  also  have  his  mind  stored  with  useful  principles, 
useful  maxims,  information  regarding  his  rights  and  duties  as 
a  citizen  and  the  like. 

To  accomplish  the  second  end  (power)  and  the  third  end 
(skill)  it  is  only  necessary  to  carry  on  the  knowledge-getting 
process  wisely  and  vigorously,  upon  well  selected  subject-matter. 

Power  and  skill  are  closely  related,  and  have  reference  to  the 
ability  to  apply  knowledge  effectively  and  easily.  Power  and  skill 
come  largely  from  practice.  A  teacher,  for  example,  may  have 
at  her  command  a  great  fund  of  knowledge  concerning  the  art 
of  teaching  school,  but  power  and  skill  come  only  by  experience. 


-19- 


THE  MOST  IMPORTANT  THINGS* 

Successful  teaching  depends  upon  the  emphasis  that  is  thrown 
upon  the  most  vital  aspects  of  the  school  work.  The  most  im- 
portant matter  of  all  is  not  the  teaching  of  arithmetic  or  gram- 
mar, but  the  development  of  character.  Now  character  is  a 
word  which  includes  in  its  meaning  habits  and  motives. 

Right  habits  are  of  slow  growth,  and  the  highest  motives  that 
appeal  to  men  and  women  are  beyond  the  mental  reach  of  the 
younger  children  in  our  schools.  It  follows  that  character 
building  both  on  the  side  of  habits  and  the  development  of 
motives,  must  be  a  slow,  but  should  be  a  consecutive,  process. 

The  principal  habits  that  the  teacher  should  especially  strive 
to  fix,  are  regularity,  obedience,  politeness,  punctuality,  concen- 
tration of  attention  upon  the  proper  business  of  the  hour,  truth- 
fulness, honesty,  reliability,  thoroughness,  and  fair  dealing  with 
others.  A  pupil  should  develop  self-control  and  should  grad- 
ually grow  to  the  point  where  lie  is  law-abiding  and  ready  to 
do  his  duty  as  he  sees  it. 

.Baldwin  in  his  "School  Management"  gives  what  he  calls  a 
' '  school  code, ' '  which  it  will  be  observed  bears  upon  this  matter 
of  habit.  The  first  is,  work  quietly;  the  second,  be  regular;  the 
third  be  prompt;  the  fourth,  act  properly;  -the  fifth,  do  right. 

On  the  side  of  motives  Baldwin  gives  first  what  he  regards  as 
base  and  lo'w  motives  that  should  be  avoided.  These  are  malevo- 
lent motives,  selfish  motives,  fear  and  flattery,  rivalry  and  marks ; 
but  the  royal  motives,  the  motives  to  be  used  by  the  teacher  ac- 
cording to  the  same  author  are,  (1)  desire  for  good  standing, 
(2)  desire  for  approbation,  (3)  desire  for  knowledge,  (4)  de- 
sire for  efficiency,  (5)  desire  for  self-control,  (6)  desire  for 
future  good,  (7)  sense  of  honor,  (8)  sense  of  right,  (9)  sense 
of  duty.  It  will  be  observed  that  these  motives  are  graded 
into  a  system.  This  does  not  mean  that  a  teacher  must  begin 
with  the  desire  for  good  standing  as  the  first  motive  and  pit,- 
gress  step  by  step  up  to  the  highest,  for  even  young  cnnaren 
may  be  appealed  to  often  upon  the  basis  of  one  of  the  higher 
motives,  as  for  instance  the  sense  of  honor.  Nevertheless  the 
arrangement  is  approximately  that  in  which  teachers  will  find 
motives  actually  appealing  to  children.  A  young  child  will  have 


—  20  — 

a  very  feeble  sense  of  duty  but  may  have  a  keen  appreciation 
of  good  standing,  and  the  approval  of  the  teacher.  The  teacher 
should  appeal  to  the  higher  motives  as  rapidly  as  her  pupils 
reach  the  plane  upon  which  these  motives  are  effective.  It  - 
should  be  remembered  also  that  pupils  who  do  not  ordinarily  re- 
spond to  high  motives  may  occasionally  be  exalted  to  that  plane 
through  some  occurance  in  the  school  or  through  the  reading  of 
noble  literature.  The  teacher  who  succeeds  well  as  a  character 
builder  has  the  first  and  chief  qualification  of  a  good  teacher. 
If  she  fails  here  her  work  is  a  failure,  no  matter  how  brilliant 
her  ability  as  a  teacher  in  the  ordinary  branches  of  study. 

The  next  most  important  thing  after  character  development 
is  to  make  the  instruction  in  the  schoolroom  so  vital  and  so  closely 
connected  with  ordinary  human  affairs,  that  the  years  spent  in 
the  schoolroom  may  be  years  in  which  the  future  citizen  is  rapidly 
acquiring  the  knowledge,  power  and  skill,  that  will  be  most 
useful  in  life.  In  order  to  accomplish  this  end  it  is  highly  im- 
portant that  as  much  of  the  teaching  as  possible  should  be  applied 
to  the  affairs  of  daily  life.  If  pupils  are  taught  mensuration  in 
arithmetic  they  should  be  taught  to  apply  this  knowledge  in 
practical  ways,  ways  that  easily  suggest  themselves  to  thought- 
full  teachers. 

The  most  important  branch  of  study  in  the  common 
schools  is  READING.  If  the  teacher  is  able  to  teach  reading 
intelligently  and  well  she  is  doing  more  for  her  pupils  than  she 
could  do  by  ability  and  skill  in  any  other  one  branch  of  instruc- 
tion. Failure  in  teaching  reading  is  vital  failure.  To  teach 
reading  well  includes  appreciation  of  the  literature  found  in  the 
books  used.  That  which  makes  reading  so  valuable  a  school 
study  is  the  fact  that  it  is  the  key  to  all  other  studies,  and  it  is 
also  a  key  to  growth  and  development  to  the  end  of  life. 


The  following  breezy  suggestions  are  quoted  from  President 
A.  R.  Taylor's  "Among  Ourselves." 

These  suggestions  do  not  apply  to  all  teachers  all  the  time,  but 
they  do  apply  to  some  teachers  some  of  the  time. 

Wake  up!  Whether  you  are  a  sleepy  teacher  or  a  sleeping- 
teacher  it  is  surely  time  for  you  to  wake  up.  Your  pupils  see 
that  you  are  stupid  and  slow,  and  they  are  running  away  from 


—  21  — 

yon.     You  are  wasting  precious  time  and  aHowing  golden  op- 
portunities to  go  by  unimproved. 

Wash  up!  A  sleepy  teacher  needs  to  wash  up.  Nothing  but 
a  good  body  bath  and  vigorous  rubbing  will  bring  him  out  of 
his  stupor  and  start  circulation.  The  sleepy  teacher  is  sure  to 
be  slovenly  in  person  as  well  as  slovenly  in  his  schoolroom  and 
in  his  work. 

Brush-lip!  Your  clothing  as  well  as  your  hair  needs  brushing 
at  least  once  a  day.  Dust  your  books,  your  desk  and  the  furni- 
ture generally  about  the  schoolroom.  Have  you  failed  to  notice 
the  cobwebs  in  every  corner,  the  old  rusty  stove,  and  the  greasy- 
looking  blackboards?  But  you  need  to  brush  up  mentally  still 
more. 

Brace-up!  Your  despondency  and  hesitancy  have  almost  un- 
fitted you  for  any  aggressive  action. 

Look-up!  It  is  vision  that  awakens  and  quickens  and  inspires. 
It  is  outlook  that  calls  forth  impulse  and  simplifies  power  and 
vitalizes  faith. 

Work-up!  The  notion  that  youth  '  is  the  only  time  to  learn 
died  long  ago.  The  teacher  who  holds  a  first  grade  is  simply 
a  little  better  prepared  to  learn  than  the  one  who  holds  a  second 
or  a  third  grade, — that  is  all. 

Keep  up !  It  is  not  enough  to  work  up ;  you  ought  also  to 
keep  up.  No  matter  what  your  attainments  may  be,  you  will 
quickly  fall  behind  if  you  slacken  effort. 

"Three  things  you  need  to  succeed:  Learning,  piety,  and 
common  sense.  If  you  lack  the  first,  go  to  college ;  if  the 
second,  pray  earnestly  to  God  for  it;  if  you  lack  the  third, 
neither  man  nor  God  can  help  you." 

Such  was  the  suggestion  of  an  old  Scotch  divine  to  a  candi- 
date for  the  ministry.  It  needs  little  modification  to  apply  to 
the  teacher. 


22  — 


DONT'S. 

Don't  stand  too  near  the  class. 

Don't  take  hold  of  a  pupil  to  put  him  in  line. 

Don't  censure  trifling  errors  severely. 

Don't  complain  or  grumble. 

Don't  criticise  the  teacher  who  preceded  you. 

Don't,  as  a  rule,  sit  while  teaching. 

Don't  give  commands  when  you  might  give  suggestions. 

Don't  show  temper  in  dealing  with  parents. 

Don't  dispute  with  an  angry  parent  before  the  school. 

Don't  make  spiteful  remarks  about  parents. 

Don't  try  to  teach  without  good  order. 

Don't  suppose  the  children  like  to  have  their  own  way.  They 
like  to  be  governed. 

Don't  try  to  drown  noise  by  greater  noise. 

Don't  call  for  order  in  general  terms. 

Don't  be  strict  to-day  and  lax  to-morrow. 

Don't  force  children  to  sit  long  in  the  same  position. 

Don't  punish  without  explanation. 

Don't  allow  whispering. 

Don't  punish  by  pulling  ears  or  slapping. 

Don't  question  in  rotation. 

Don't  repeat  a  question  for  the  inattentive. 

Don't  try  to  teach  too  much  in  one  lesson. 

Don't  be  satisfied  with  partial  answers. 

Don't  talk  too  much. 

Don't  think  that  when  you  have  told  your  pupils  something  you 
have  taught  them  something. 

Don't  tempt  pupils  by  the  self-reporting  system. 

Don't  fail  to  get  acquainted  with  the  people  in  the  district,  parti- 
cularly the  members  of  the  school  board. 

Don't  fail  to  devise  some  sort  of  exercise  occasionally  to  bring 
out  and  interest  the  parents. 

Don 't  arouse  the  emotional  nature  of  sensitive  children  too  much. 

Don't  fall  into  the  habit  of  repeating  answers.  Occasional  re- 
petition for  a  purpose  is  allowable. 

Don't  be  satisfied  with  one  correction  of  an  error. 


—  23  — 

Don't  fail  to  drill  and  review  systematically  upon  the  important 
matters  you  have  tried  to  teach. 

Don't  forget  that  it  is  your  business  to  teach  as  well  as  to  hear 
pupils  recite  lessons. 

Don't  forget  that  teaching  and  governing  a  school  is  a  diffi- 
cult art,  which  requires  study  and  painstaking  effort. 

Don't  fail  to  encourage  your  pupils  to  do  their  best. 

Don't  drive  if  you  can  lead. 

Don't  let  your  school  run  away  with  you.     GOVERN  THE  SCHOOL 

WHATEVER  YOU  DO  OR  FAIL  TO  DO. 

Don't  forget  that  the  best  way  to  govern  is  to  GIVE  PUPILS  PLENTY 

OF   INTERESTING   AND  PROFITABLE   WORK   TO   DO.       The   teacher 

who  succeeds  in  working  up  an  abiding  interest  in  study 
will  have  little  trouble  with  discipline. 

Don't  fall  into  the  habit  of  repeating  "Quickly!"  "Carefully!" 
"Quietly!" 


Criticisms  that  are  frequently  made    by    those    who    inspect 
country  schools. 

*T.he   teacher   does   not   make   intelligent   use   of   the   Common 

School  Manual. 
"Pupils  are  not  prepared  for  the  work  they  are 'undertaking  to 

do." 

"The  school  is  not  well  organized." 
"The  discipline  is  defective.'' 
"The  pupils  run  to  the  teacher  to  ask  questions  while  she  is 

conducting  a  recitation." 
*"The  teacher  is  indifferent;  lacks  interest." 
"The  teacher  spends  too  much  time  and  exhausts  her  energies 

in  attending  parties." 

"The  teacher  does  not  keep  a  neat  and  orderly  desk." 
*"The  teacher  does  not  know  how  to  explain  difficulties." 
"The  teacher  does  not  call  school  on  time  in  the  morning,  at 

noon  or  at  recesses." 
"The  teacher  eagerly  watches  the  clock  and  seems  eager  to  get 

away." 
"The  teacher  is  slow  and  pokey/' 


24  — 


*"The  teacher  does  not  teach,  but  stands  in  a  helpless  way  and 

lets  the  class  exercise  go  on  as  best  it  may." 
"The  teacher  is  a  poor  writer  and  cannot  stimulate  the  pupils 

to  write  well." 
"The  teacher  is  a  poor  reader  and  cannot  help  pupils  to  acquire 

the  art  of  reading  in  a  pleasing  and  intelligent  manner." 
*"The  teacher  fails  to  see  or  to  take  notice  of  the  disorder." 
"The  teacher  has  not  a  strong  grip  upon  the  school,  but  Tights 

it  out'  every  day  as  best  she  can." 

"The  people  of  the  district  are  not  interested  in  the  school  and 
the  teacher  does  not  know  how  to  improve  the  school  senti- 
ment in  the  community." 
*"The  teacher  is  timid,  afraid  of  the  pupils,  the  school  board, 

and  the  patrons/' 

*"The  teacher  lacks  life  and  animation,  and  the  school  is  dead." 
"The  schoolroom  is  not  decorated  and  looks  dingy  and  forbid- 

ding." 

"The  outbuildings  are  in  bad  conditions." 
"The  room  is  not  properly  heated,  lighted  or  ventilated." 
"There  is  little  or  no  apparatus." 

*"The  library  is  not  properly  used  or  properly  taken  care  of." 
"The  teacher  does  the  janitor  work  and  she  does  not  do  it  well. 
The  fire  is  not  built  in  time  to  have  the  room  warm  in  the 
morning,  the  sweeping  is  not  properly  done,  and  the  dust- 
ing is  not  properly  attended  to." 

' '  The  attendance  is  irregular  and  pupils  are  frequently  tardy. ' ' 
*"The  teacher  takes  no  pains  in  assigning  lessons." 

"There  are  too  many  recitations  in  the  daily  program." 
*"The  teacher  does  not  stimulate  thought." 
*"The  teacher  does  not  know  what  it  means  to  give  proper  drill." 

The  above  criticisms  have  come  to  the  office  with  much  fre- 
quency in  the  reports  of  official  inspectors,  institute  conductors, 
and  others,  who  have  gone  out  into  the  country  schools  to  in- 
spect the  work.  These  criticisms  should  be  read  over  carefully 
and  repeatedly  by  the  teacher  with  the  purpose  in  view  of  ask- 
ing herself  what  ones  among  them  might  be  justly  applied  to  her. 
Those  marked  with  a  star  are  especially  important. 


—  25  — 

Some  of  the  more  important  questions  an  inspector  or  superin- 
dent  will  ask  himself  and  answer  from  observation  when  lie 
visits  a  school. 

1.  Are  the  pupils  at  their  seats  studying  or  otherwise  properly 

employed  ? 

2.  Are  they  at  work  in  a  vigorous  manner,  sitting  in  good  posi- 

tion, and  seemingly  enjoying  their  work? 

3.  Are  pupils   watching  the  teacher  and  taking  advantage  of 

every  opportunity  to  engage  in  sly  forms  of  disorder, 
such  as  whispering,  note  passing,  throwing  paper  wads, 
changing  seats,  etc.  ? 

4.  Do  pupils  find  frequent  excuses  for  getting  up  and  moving 

about  the  school-room? 

5.  Are  pupils  loud  and  boistrous  in  the  school  room  when  dis- 

missed or  at  recess? 

6.  Are  the  recitations  for  the   older   pupils  vigorous   thinking 

exercises,  combined  with  suitable  drill  exercises?  Are 
the  recitations  for  the  younger  pupils  animated  and  bright  ? 

7.  Do  the  pupils  seem  to  enjoy  the  recitation,  or  do  they  appear 

listless  and  bored? 

8.  Does  the  teacher  hold  the  close  attention  of  all  her  pupils 

during  every  recitation? 

9.  Which  does  she  seem  to  get  hold  of  best  in  the  class  exer- 

cises, the  older  or  the  younger  children?  How  is  this 
fact  to  be  accounted  for? 

10.  Does  the  teacher  seem  alert,  vigorous,  self-poised,  competent? 

If  not,  is  the  failure  due  to  lack  of  health,  lack  of  nourish- 
ment, lack  of  sleep,  lack  of  interest,  lack  of  knowledge, 
lack  of  training? 

11.  Does  the  teacher  keep  the  records  properly? 

12.  Does   she  seem  well   prepared   on   every   recitation   she  at- 

tempts to  hear? 

13.  Has   she  a  good  program   which   she   follows?       Has   she 

study  program  for  pupils  to  follow? 

14.  Does  she  study  individual  pupils  so  as  to  know  what  they 

are  most  interested  in  and  what  their  ambitions  are  ? 

15.  Does  she  get  to  school  in  good  season  every  day,  and  call 

school  promptly  in  the  morning,  at  noon  and  at  recesses? 

16.  Does  she  "keep  in"  to  any  marked  extent? 


17.  What  are  her   favorite  modes   of  punishment?       Are  they 

satisfactory  modes? 

18.  Is  her  school-room  neat,  orderly,  home-like? 

19.  Do  her  pupils  take  delight  in  her  smile  of  approval  and  is 

her  lightest  word  of  reproof  keenly  felt? 

20.  Does  she  adapt  her  work  to  the  children's  needs? 

21.  Does  she  criticise  faulty  work  intelligently  and  in  a  manner 

to  impress  children? 

22.  Does  she  illustrate  tl^e  lessons  in  simple,  effective  ways? 

23.  Does  she  show  pupils  how  to  do  that  which  they  lack  skill 

in  doing?  Does  she  explain  the  difficult  points  in  the 
lesson  in  such  maner  as  to  make  it  simple  for  the  chil- 
dren to  grasp? 

24.  Does  she  assign  lessons  with  painstaking  care,  but  without 

waste  of  time? 

25.  Does  she  talk  too  much,  or  too  little  ? 

26.  Is  her  manner  bright  and  enthusiastic,  or  cold  and  heavy? 

27.  What  is  her  greatest  strength?     Her  greatest  shortcoming? 

28.  Are  the  outbuildings  clean  ? " 

(The  inspector  or  the  superintendent  should  tell  the  teacher 
in  proper  spirit  and  manner  what  his  answers  to  the  above  ques- 
tions in  the  main  are  before  leaving  the  school,  but  not  in  the 
presence  of  the  pupils.) 


To  the  Teacher: 

Kindly  allow  me  to  make  a  few  suggestions  more  personal  in 
character  than  those  that  have  preceded.  The  great  majority 
of  teachers  are  persons  of  high  ideals,  worthy  motives  and  un- 
selfish character,  but  there  are  some  who  through  thoughtless- 
ness, lack  of  purpose,  or  instability  of  character,  bring  reproach 
upon  the  fair  name  of  teacher.  One  way  in  which  this  is  done  is 
by  the  unceremonious  breaking  of  contracts  with  school  boards. 
All  teachers  should  consider  their  word,  whether  given  in  formal 
contract  or  by  mere  verbal  promise,  as  absolutely  binding  upon 
them,  unless  sickness  or  some  other  insuperable  difficulty  should 
prevent  the  carrying  out  of  the  agreement.  One  course  is  always 
honorable  in  case  the  teacher  is  offered  a  much  better  position 
than  the  one  she  is  engaged  to  fill.  That  is,  to  go  to  the  school 
board  in  person,  state  the  case,  and  assure  them  that  she  is  ready 
to  carry  out  her  contract  with  them  in  good  faith  unless  they 
can  see  their  way  to  secure  another  satisfactory  teacher.  If  she 
gets  the  consent  of  the  board  in  this  way  her  resignation  may 
then  be  tendered.  Under  such  circumstances  there  should  be  no 
begging  or  pleading  or  statements  that  would  lead  the  board  to 
feel  that  they  would  have  a  dissatisfied  and  perfunctory  teacher 
on  their  hands  if  they  did  not  grant  the  release. 

Some  teachers  go  to  extremes  in  the  matter  of  dress  and  thus 
create  unpleasant  comment  in  the  community  in  which  they 
teach.  One  extreme  is  to  overdress ;  the  other,  the  opposite  ex- 
treme of  carelessness  in  dress.  School  board  members  have 
frequently  spoken  to  me  of  the  teachers  employed  by  them  in 
respect  to  this  matter  of  dress.  Generally  the  criticism  has  been 
of  the  latter  character  mentioned  above.  Board  members  always 
say  that  they  do  not  wish  their  teachers  to  dress  expensively  and 
that  it  would  be  inappropriate  and  out  of  place  for  them  to  do  so, 
but  that  they  should  be  neat  and  clean. 

Another  criticism  that  board  members  have  made  with  con- 
siderable frequency  is  that  the  teacher  is  too  much  .given  to 
social  affairs,  particularly  to  attending  parties.  They  believe 
that  no  teacher  can  be  up  to  her  full  measure  of  alertness,  cheer- 
fulness and  general  ability  when  she  has  spent  a  good  share  of 
the  preceding  night  in  dancing.  Sometimes  the  opposite  criti- 
cism is  made  that  the  teacher  is  lacking  in  social  qualities. 


--28  — 

Another  criticism  that  school  boards  sometimes  make  is 
that  teachers  occupy  the  time  in  school  hours  in  reading  novels, 
doing  fancy  work  and  writing  personal  letters.  It  may  be  dif- 
ficult for  the  teacher  to  occupy  all  her  time  in  a  small  school  in 
ways  that  are  beneficial  to  pupils.  If  she  overdoes  the 
matter  of  helping  them  she  makes  them  dependent  upon  her  and 
thus  hinders  their  progress.  Nevertheless  it  is  unsafe  and 
wrong  for  a  teacher,  except  on  rare  occasions,  to  devote  herself 
to  anything  in  the  schoolroom  other  than  that  which  bears  di- 
rectly or  indirectly  on  her  school  work.  If  she  has  so  much  time 
On  her  hands  that  she  does  not  know  what  to  do  with  it,  she  may 
spend  some  of  it  in  reading  professional  literature  or  in  study- 
ing ways  and  means  for  improvement  in  her  school. 

While  none  of  these  criticisms  may  justly  apply  to  you,  yet 
it  is  well  constantly  to  guard  against  the  possibility  of  such  crit- 
icisms. Sometimes  thoughtless  teachers  say  that  it  is  nobody's 
business  what  they  do  out  of  the  schoolroom,  but  the  fact  is 
that  the  teacher  is  judged,  and  properly  judged,  by  what  she 
does  out  of  school  as  well  as  by  what  she  does  in  the  school,  and 
this  any  teacher  can  readily  see  and  appreciate  if  she  is  worthy 
to  be  a  teacher  at  all. 

You  are  either  growing  professionally,  are  at  a  standstill,  or 
retrograding.  It  is  impossible  to  be  at  a  standstill  for  even  a 
month,  so  that  you  are  actually  either  progressing  in  knowledge, 
character  and  skill,  or  you  are  doing  the  opposite. 

One  of  the  laws  recently  enacted  had  for  its  purpose  the  pro- 
gress of  the  teacher  in  one  direction  at  least.  This  law  permits  a 
teacher  who  holds  an  unexpired  third  grade  certificate  or  a 
county  training  school  certificate,  to  write  on  two  or  more  of 
the  additional  branches  demanded  for  a  certificate  of  the  second 
grade.  If  the  applicant  is  successful  in  securing  the  required 
standing  in  any  two  of  the  second  grade  branches,  the  superinten- 
dent is  authorized  to  issue  to  such  applicant  a  third  grade  certi- 
ficate based  upon  the  previous  third  grade  certificate  or  upon 
the  county  training  school  certificate.  This  new  third  grade 
certificate  is  for  one  year,  and  if  on  or  before  the  expiration  of 
this  new  third  grade  certificate  the  holder  completes  the  second 
grade  examination,  the  county  superintendent  is  authorized  to 
grant  a  certificate  of  the  second  grade.  This  certificate  is  valid 


—  29  — 

for  three  years.  Further,  if  at  any  time  during  the  life  of  the 
second  grade  certificate  so  obtained  any  applicant  shall  success- 
fully write  in  the  additional  branches  required  for  a  first  grade 
certificate,  the  superintendent  is  authorized  to  grant  such  first 
grade  certificate  valid  for  five  years. 

You  will  appreciate  the  fact  that  the  higher  grades  of  certi- 
ficates will  probably  mean  for  you  if  you  do  not  now  hold  a 
first  grade  a  larger  reputation  as  a  teacher,  better  positions,  bet- 
ter advantages,  better  professional  standing  and  better  pay. 

If  there  is  anything  in  connection  with  this  circular  that 
pn/xles  you  or  that  you  do  not  fully  comprehend  or  any  sugges- 
tion that  you  think  it  would  be  unwise  to  follow,  I  would  sug- 
gest that  you  talk  with  the  county  superintendent,  or  if  this  is 
inconvenient,  with  other  teachers  who  are  within  your  reach. 

With  best  wishes  for  your  success  in  teaching  and  for  your 
personal  advancement,  I  remain 

Yours  sincerely, 

C.  P.  GARY, 
State  Superintendent  of  Schools. 


UNIYEESITY  OF  CALIFOENIA  LIBEAEY, 
BEEKELEY 

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DEC  6 

OtC  * 


101 


20w-ll,'20 


